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Relevant bibliographies by topics / Academic achievement – Ghana

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Journal articles

Academic literature on the topic 'Academic achievement – Ghana'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Academic achievement – Ghana"

1

Yidana, Peter. "Senior high school students’ usage of time and its impact on their academic achievement in Northern Ghana." Interdisciplinary Journal of Education Research 3, no. 2 (2021): 48–59. http://dx.doi.org/10.51986/ijer-2021.vol3.02.06.

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Research studies have investigated the influence of institutional characteristics on student academic achievement. However, relatively little research focuses on time utilisation and its impact on student academic achievement. The current study investigated students’ utilisation of time in public senior high schools in the Northern Region of Ghana. The study aimed to determine how students utilisation of time on self-study, group study, religious activities, and classroom instructional activities predicted their academic achievements. A total of 500 students sampled from 7 public senior high s

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Abukari, Ziblim. "“Not Giving Up”: Ghanaian Students’ Perspectives on Resilience, Risk, and Academic Achievement." SAGE Open 8, no. 4 (2018): 215824401882037. http://dx.doi.org/10.1177/2158244018820378.

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Resilience research began in North America and Western Europe but there is a growing call for exploration of what resilience might mean in specific cultural contexts. Placed within the context of Africentrism and resilience perspectives, this study explores academic experiences of Ghanaian youth in three universities. Semistructured and focus group interviews were used to explore the academic resilience of 30 college freshmen in Ghana. Using narrative inquiry, the study examined the schooling experiences of young people in Ghana who have made it to college despite a myriad of adversities. Acad

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3

Akrofi Baafi, Richard Kwabena. "Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana." International Journal of Education 12, no. 2 (2020): 17. http://dx.doi.org/10.5296/ije.v12i2.16978.

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Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised

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4

Essel, Harry Barton, Dimitrios Vlachopoulos, and Akosua Tachie-Menson. "The relationship between the nomophobic levels of higher education students in Ghana and academic achievement." PLOS ONE 16, no. 6 (2021): e0252880. http://dx.doi.org/10.1371/journal.pone.0252880.

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There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw

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5

Nuamah, Sally A. "Achievement Oriented: Developing Positive Academic Identities for Girl Students at an Urban School." American Educational Research Journal 55, no. 6 (2018): 1307–38. http://dx.doi.org/10.3102/0002831218782670.

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The link between noncognitive skills and achievement is well established. There is much less evidence on how these skills are developed and transmitted to students, especially as it relates to girls that attend nonelite schools in non-Western settings. Drawing on insights from girl students attending an urban school in Ghana, this paper illustrates the role of school contexts in facilitating the development of noncognitive skills, namely, achievement-oriented identities—positive beliefs in one’s own ability and the translation of those beliefs into realizable actions. These identities act as u

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6

Kumi-Yeboah, Alex. "Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment." Urban Education 55, no. 5 (2016): 753–82. http://dx.doi.org/10.1177/0042085916660347.

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Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants ( N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resourc

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7

Ntim, Stephen Kwabena. "Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana." International Journal of Education 7, no. 3 (2015): 31. http://dx.doi.org/10.5296/ije.v7i3.7040.

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<p>This study from four administrative districts in Ghana suggest that early parental involvement<br />in their children’s literacy practices is likely to predict better effects on these children in basic<br />reading skills. The benefits of parental involvement and support as predictor of literacy and<br />educational achievement are enormous. They go beyond early academic achievement in<br />pre-school. Early exposure to reading with parents from the homes predisposes children for<br />formal basic literacy instruction. Indeed, early involvement of parents

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8

Chowa, Gina A. N., and Rainier D. Masa. "Asset Ownership and Academic Achievement Among Youth in Ghana: Examining Associations Based on Asset Type and Academic Subject." Educational Forum 83, no. 2 (2019): 181–98. http://dx.doi.org/10.1080/00131725.2019.1570578.

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Asante, Edward, and Patrick Ngulube. "Critical success factors for total quality management implementation and implications for sustainable academic libraries." Library Management 41, no. 6/7 (2020): 545–63. http://dx.doi.org/10.1108/lm-02-2020-0017.

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PurposeThe purpose of this study is to investigate the critical success factors for total quality management implementation and implications for sustainable academic libraries in Ghana. This study is part of a PhD project that focussed on selected technical university libraries in Ghana.Design/methodology/approachThis study adopted a quantitative approach to collect the data. Samples of 124 participants were involved in this study. PLS-SEM (Smart PLS3) software was used to analyse the data. Convergent, discriminant validity assessment was computed. Eight variables of critical success factors w

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Chowa, Gina A. N., Rainier D. Masa, Yalitza Ramos, and David Ansong. "How do student and school characteristics influence youth academic achievement in Ghana? A hierarchical linear modeling of Ghana YouthSave baseline data." International Journal of Educational Development 45 (November 2015): 129–40. http://dx.doi.org/10.1016/j.ijedudev.2015.09.009.

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